Au revoir, PleagleTrainer blog – Hello, Dr Kristoffer Greaves blog


I will not be updating this blog after this post. The content will remain available. Please do visit my new blog site: – I will be building the new site over time, and re-blogging some posts from here to there.

I started the PleagleTrainer Blog back in 2010, when I was a senior lecturer in practical legal training at the College of Law Victoria. I was, and still am, interested in the learning spaces around academic, practical, and professional legal education. I completed my masters degree in professional education and training, and then left full-time teaching to complete my PhD. My scholarly interests and outputs have broadened considerably since then, including theories of practice, qualitative methodologies, sociological and cultural readings of legal education and practice, emergent technologies, and other things. These changes underpin my decision to retire the PleagleTrainer blog, which was primarily focused on practical legal training.

The PleagleTrainer blog hosted nearly 185,000 page views and 58,000 unique users, which is not bad, considering the rather niche nature of the content. By far the post popular was the Bloom to Marzano post, with nearly 90,000 views on this site (and another 68,000 views of the SlideShare). That post discussed a methodical approach to designing educational objectives in practical legal education, but clearly had cross-disciplinary relevance. Also popular was a post discussing definitions of solicitor, barrister, lawyer (14,500 views), and ‘Get ready lawyers’ ethics, go, go, go!‘ (6,800 views).

Some law schools and colleges link into these posts as part of their learning content, which is why I will not shut down the blog. It is good to note, however, that the National Library of Australia archives the blog at the Pandora site.

Most visitors were located in Australia – however, this blog had an international audience with the USA, UK, Philippines, Kenya, India, Canada, Netherlands, Indonesia, and Malaysia, well represented.

The site and its resources will remain. It costs me about $200/year to maintain the site, so feel free to make a PayPal donation to ensure it stays online!

My work increasingly involves project and consultancy activities. I have supplied research and technical support to academics undertaking research and publication projects. Shortly, I will begin a 6-month learning design consultancy for the College of Law Australia. I have a contract with Springer to publish a monograph out of my study of scholarship of teaching and learning in legal education. So, au revoir! Come see me at my new blog – I will be writing new things there!


Research in Australian PLT – Has Much Changed?

Here’s John Nelson,* writing in 1988:
nelson 1988Has much changed since those comments?

It is not always easy to know what current research is undertaken in PLT, because little is published in peer-reviewed scholarly journals, and few practitioners in the field share their work by other means, e.g. social media. There was briefly a dedicated journal for Australian PLT and clinical education, The Journal of Professional Legal Education, which ceased publication in 1998.

There are few articles focused on PLT, particularly scholarship of teaching and learning in PLT, in Australian legal education journals such as the Legal Education Review, and the Journal of the Australasian Law Teachers Association. Of those that are published, few are cited elsewhere, save where the research is the result of collaborations with non-law disciplines, e.g. behavioural sciences.

I’ve nearly completed a bibliometric analysis of 10 journal articles published in scholarly journals since 2006, regarding PLT and relating to scholarship of teaching and learning concepts. My preliminary observations:

The ten articles do not have citation counts on Web of Science, or Scopus, so I was unable to able to do automated citation analysis there. Two articles have citation counts on Google Scholar.

The group of ten articles cited 186 sources:
Articles – 133
Books – 29
Conf Papers – 13
Research Papers – 6
Reports – 5

Google Scholar listed 166 of the sources, with citation counts ranging from nil to 8982 (median = 15) (June 2014). Sources with high citation counts were usually in behavioural sciences.

SCimago SJR ranked journals for 43 citations (June 2014). Of these four were published in The Law Teacher, the only SJR ranked journal cited in the articles that specifically focused on legal education. Five were cross-disciplinary law journals (e.g. involving sciences, psychiatry, behavioural sciences, and politics), and six were law journals. The remaining journals focused on education (15, including cross-disciplinary journals involving technology), psychology (7), and other disciplines including psychiatry, medicine, and management.

JCR ranked journals for 32 citations (June 2014). Of these three were published in the Journal of Legal Education, the only JCR ranked journal cited specifically focused on legal education. Five were cross-disciplinary law journals, and four were law journals. The most numerous disciplines were education (7), and psychology (7). The remainder were comprised of other disciplines including psychiatry, medicine, and management.

Personally, I do not accord any particular magic to citation counts.  I am interested in how we can use bibliometric analysis to empower individual PLT practitioners to operate strategically inside and outside conventional metrics, to make cases, to garner institutional support and allocation of resources to SoTL work. I am also interested in the “Kardashian index” phenomenon, where a social media profile can acquire certain cultural and symbolic capitals, which might help practitioners to garner support and resources for research.

As I have said elsewhere, I think SoTL in PLT is important for many reasons. We need to work on building institutional support and resources for SoTL work. We can also empower PLT practitioners to undertake such work.

* John W Nelson, New directions for practical legal training in the nineties : an evaluation of the curriculum of the College of Law’s P.L.T. Course and its relevance to students’ work experiences in practice / a research project conducted on behalf of the College of Law by John W. Nelson, assisted by Pamela E. Stewart (1988).


Working with figshare

figsharekgI recently added 27 items to figshare, which is an excellent repository for storing your research outputs.

Outputs can include figures, datasets, media, papers, posters, presentations and filesets.

A lovely thing about this set up, is that figshare attaches a DOI (digital object identifier) to each item. This helps to make all the items capable of citation, and easy to share. Because each item has its own DOI, you can also “altmetric it”, using the Altmetric Bookmarklet. This can reveal whether the item has been shared on social media and online citation managers.

I think it is possible to use figshare for blog posts too. For example, you could save a blog post as a PDF file, upload it to figshare as a “paper”, and tag it as “blog”, together with other relevant tags. It is true that you can already cite a blog post with reference to its URL, but I’m wondering if attaching the post to a DOI might prove to be a more durable form of referencing for research purposes? See C. Titus Brown’s blog post (and the comments attached to it) for an interesting discussion about this last point.

I will be adding more materials to my figshare profile.